"Please Don't Call on Me:" Self-esteem and Classroom Participation

Phillips, Jessica; Smith, Bobbi; Modaff, Liz

doi:10.1037/e413792005-812

Cited by 5 publications

(5 citation statements)

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“…The next finding, SP and CRB, of learning-disabled students is positively correlated, can be linked to the observations of Philips et al 48 who noted that students with a positive view of themselves, along with other factors, have greater motivation to participate more in class.…”

Section: Discussionsupporting

confidence: 51%

Self-Perception and Psychological Well-Being as Determinants of Classroom Behavior of Students With and Without Learning Disability

R.K.¹,

Merlene

2022

Journal of Indian Association for Child and Adolescent Mental H

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Background: Studies in the field of learning disability (LD) have repeatedly shown that majority of the LD students experience negative social comparisons, result in negative self-perception (SP), especially in the classrooms. Literature has also described that these students are more prone to develop mental health issues which may reflect in the way they behave within the classroom. Though studies have been found done separately on some of the dimensions of SP, psychological well-being (PWB), and classroom behavior (CRB) on learning disabled and their normal peers, no scientific study was found done together either in India or abroad. Objectives: The study aims at comparing the differences in SP, PWB, and CRB of students with and without LD. The study has also attempted to assess the relationship and influence of SP and PWB on CRB of the learning-disabled students from the schools of Kerala. Method: A representative sample of learning disabled (N = 225) and normal pupils (N = 260) was selected for the study. The data was collected using a scale of SP, mental health profile, and CRB inventory along with a personal information sheet. The data was analyzed using (a) independent t test (two tailed t test for significant difference between the means of independent samples), (b) computation of statistical indices like mean, percentages, and standard deviation, (c) Pearson’s product moment coefficient of correlation ( r), and (d) stepwise multiple regression analysis. Result: Results indicated that the pupils with LD were found to show lower SP, low PWB, and exhibit poor CRB in comparison to their normal peers. It was observed that there is a significant positive relationship found among all the major variables under the study namely, SP, PWB, and CRB of the learning-disabled students in the schools of Kerala. Findings also revealed that SP and PWB has a combined effect on CRB and PWB was found to be a better predictor of CRB of the learning-disabled students. Conclusion: The result of the study implies the need for enhancing the SP and PWB of LD students so as to improve their CRB with the help of psychologists, special educators, teachers, and other school authorities.

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Section: Discussionsupporting

confidence: 51%

Self-Perception and Psychological Well-Being as Determinants of Classroom Behavior of Students With and Without Learning Disability

R.K.¹,

Merlene

2022

Journal of Indian Association for Child and Adolescent Mental H

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“…Similar percentages were found by Bourhis and Allen (1992). Although McCroskey's PRCA-24 had been used in classroom settings (Taylor, 1998;Phillips, Smith, & Modaff, 2001), Neer (1987) behavior. Neer found that high apprehensives preferred to participate in classes with less than ten to 15 students, were less likely to participate when they needed a point of clarification, and that 32 percent of high apprehensives participated when they were interested in the discussion topic as compared to 95 percent of low apprehensives who were interested.…”

Section: ____________________________________________________________supporting

confidence: 55%

Communication apprehension, information technology fluency, and Internet access as factors affecting college students' participation in in-class and online discussion

Damman

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“…Whilst subsequent studies have shown that the initial assumptions regarding the effects of teacher expectations on the intelligence of children, known as the Pygmalion effect (Rosenthal and Jacobson 1968) were largely exaggerated (Jussim and Harber 2005), it is still recognised that teacher expectations often do play a crucial role in student achievement (Cooper 2000: 339;Boehlert 2005: 491;Zabel and Zabel 1996). Indeed, the results of numerous studies support the premise that higher self-esteem supports academic performance since students participate more actively in class (Philips, Smith, and Modaff 2004) which translates into better results (Turner and Patrick, 2004). Studies also find a positive correlation between students' level of self-esteem, their reading ability and their academic achievement (Hisken 2011).…”

Section: The Effects Of Linguistic Prejudicementioning

confidence: 91%

Linguistic prejudice and discrimination in Brazilian Portuguese and beyond

O’Neill

Massini-Cagliari

2019

Journal of Language and Discrimination

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In this article we make a distinction between the prejudice and discrimination towards (a) different languages and their speakers and (b) different non-standard varieties of the same language and their speakers, and argue that while the discrimination and prejudice towards (a) have been denounced by international institutions and both national and international laws are in place to guarantee the rights of speakers of different languages, the same protection has not been afforded to speakers of non-standard varieties of a language. We examine a specific case of this type of linguistic prejudice in Brazil. We discuss the effectiveness of efforts of linguists to combat linguistic prejudice based on the principle of error correction (Labov 1982) and, drawing on work by Cameron (2012) and Bourdieu (1986), suggest that linguistic prejudice cannot be disentangled from other types of prejudice and that linguists need to have a much deeper understanding of and engagement with the values attached to linguistic forms. We conclude with a number of suggestions and recommendations in order to effectively combat linguistic prejudice.

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"Please Don't Call on Me:" Self-esteem and Classroom Participation

Cited by 5 publications

References 0 publications

Self-Perception and Psychological Well-Being as Determinants of Classroom Behavior of Students With and Without Learning Disability

Self-Perception and Psychological Well-Being as Determinants of Classroom Behavior of Students With and Without Learning Disability

Communication apprehension, information technology fluency, and Internet access as factors affecting college students' participation in in-class and online discussion

Linguistic prejudice and discrimination in Brazilian Portuguese and beyond

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